The Terrible, Horrible, No Good, Very Bad Pearson Tests

Over the course of three consecutive days last week, students in grades 3-8 took Pearson’s New York State (NYS) Common Core English-language arts (ELA) tests.  As was the case in 2013, 2014 and 2015, the 2016 ELA tests were developmentally inappropriate, confusing and tricky.  Despite the New York State Education Department (NYSED)’s “adjustments” to the 2016 assessments, there was no improvement to the quality of the tests.

While I am barred from disclosing the reading passages and questions that appeared on the tests, in no way will I refrain from broadcasting to the world how outraged I continue to be – year after year – over New York’s oppressive testing regime.  Since 2013, when Pearson’s Common Core tests were first administered in New York state, I’ve been documenting this nightmare on my blog.

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On 4/3/16, Lauren Cohen and I demonstrated at NYC councilman Danny Dromm’s rally in Jackson Heights, Queens. Dromm was informing parents of their right to opt-out of the NYS Common Core tests. As a member of the MORE caucus of the UFT, Lauren is running for VP of Elementary Schools in the upcoming UFT election. She truly puts children first.

Here are my thoughts on the 2016 ELA test.  I have focused on third grade because these students – aged eight and nine – are our youngest NYS Common Core test-takers.

1.) The 2016 Common Core ELA test was as absurdly long as it was in 2013, 2014 and 2015 despite the fact that it was shortened by just one reading passage and by a handful of multiple choice questions.

2016 Grade 3 Common Core English Language Arts Test

  • Day One: 4 reading passages, 24 multiple-choice questions (Students darken the circles on Answer Sheet 1).
  • Day Two: 3 reading passages (same as 2015), 7 multiple-choice questions (Students darken the circles on Answer Sheet 2), 2 short-response questions (Students write answers directly in Book 2.) 1 extended-response question (Students write answer directly in Book 2).
  • Day Three: 3 reading passages (same as 2015), 5 short-response questions (Students write answers directly in Book 3) and 1 extended-response question (Students write answer directly in Book 3).

TOTALS: 10 reading passages, 31 multiple-choice questions, 7 short-response questions and 2 extended-response questions.

For the short-response questions, students typically write a paragraph-long response that must include at least two details from the passage. The extended-response question requires an essay-like written response: introduction, supporting evidence/details, conclusion. Where is the NYSED’s research that shows that this is an educationally sound testing program for a third grader? Seriously. Does anyone know how the NYSED justifies this? The length alone of these tests warrants our banging of pots and pans in city streets.

2.) Now let’s move on to content.  The reading passages were excerpts and articles from authentic texts (magazines and books).  Pearson, the NYSED or Questar did a poor job of selecting and contextualizing the excerpts in the student test booklets.  How many students actually read the one-to-two sentence summaries that appeared at the beginning of the stories? One excerpt in particular contained numerous characters and settings and no clear story focus.  The vocabulary in the non-fiction passages was very technical and specific to topics largely unfamiliar to the average third grader.  In other words, the passages were not meaningful. Many students could not connect the text-to-self nor could they tap into prior knowledge to facilitate comprehension.

3.) The questions were confusing.  They were so sophisticated that it appeared incongruous to me to watch a third grader wiggle her tooth while simultaneously struggle to answer high school-level questions. How does one paragraph relate to another?, for example. Unfortunately, I can’t disclose more.  The multiple-choice answer choices were tricky, too. Students had to figure out the best answer among four answer choices, one of which was perfectly reasonable but not the best answer.  Here’s what P.S. 321’s principal, Elizabeth Phillips, wrote about the 2014 Common Core tests.  Her op-ed We Need to Talk About the Test appeared in The New York Times on April 9, 2014.  These same issues were evident on the third grade 2016 ELA test.

“In general terms, the tests were confusing, developmentally inappropriate and not well aligned with the Common Core standards. The questions were focused on small details in the passages, rather than on overall comprehension, and many were ambiguous. Children as young as 8 were asked several questions that required rereading four different paragraphs and then deciding which one of those paragraphs best connected to a fifth paragraph. There was a strong emphasis on questions addressing the structure rather than the meaning of the texts. There was also a striking lack of passages with an urban setting. And the tests were too long; none of us can figure out why we need to test for three days to determine how well a child reads and writes.”

4.) The reading levels of the passages were above “grade” level, whatever “grade” level means these days.  One passage was an article recommended for students in grades 6-8. Has the NYSED done any research on early childhood education? Defending the Early Years cites a Gesell Institute of Child Development report that says,

“…the average age at which children learn to read independently is 6.5 years. Some begin as early as four years and some not until age seven or later – and all of this falls within the normal range.”

Yet for the NYS Common Core ELA test, the NYSED expects all third graders to be able to decode and comprehend texts that are typically used with fourth, fifth and sixth graders?

5.) While in theory I prefer untimed tests to timed tests, the lack of a time limit is of little comfort to students who are subjected to developmentally inappropriate tests.  Read this heartbreaking account by a New York City teacher who blogs at pedagogyofthereformed.wordpress.com. Of a former student, this teacher writes,

“After 18 hours of testing over 3 days, she emerged from the classroom in a daze. I asked her if she was ok, and offered her a hug. She actually fell into my arms and burst into tears. I tried to cheer her up but my heart was breaking. She asked if she could read for a while in my room to calm down and then cried into her book for the next 15 minutes.”

Leonie Haimson, Executive Director of Class Size Matters, noted in a post on her blog NYC Public School Parents that this “…appears to violate the NY law passed in 2014 that limits state testing time to one percent of total instructional time.” Additionally, fellow Change the Stakes member, Rosalie Friend, pointed out that “without a set time limit, the tests no longer are standardized.  Therefore, one cannot draw ANY conclusions from the scores.” So this alone seems to invalidate these $44 million tests.

Collectively, we must stop this insanity.  I’ve been sounding the alarm on these tests since 2013, and the vast majority of educators I know agree with me.  I’m beyond fed-up that I have to continue to administer these assessments to my students.  It is unconscionable to me that Chancellor Fariña, in her 3/15/16 letter to NYC parents, wrote that these tests are “incredibly important” and a “valuable experience for our students.” It’s been nearly a month since I read those words and my jaw is still on the floor.

Parents – if you haven’t already refused the tests, you still have time to opt-out of the Common Core math tests, which will be administered on April 13, 14 and 15 of this week.

Teachers and administrators – the Common Core testing climate in New York state is too dire for you to remain quiet.  Speak up and encourage parents to opt-out.  Boycotting these tests is the only way to change course.

May this video of these principled MORE teachers inspire you.

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From left to right: NYC teachers Lauren Cohen, Kristin Taylor and Jia Lee spoke critically of the NYS Common Core tests to NBC 4 New York. Screenshot courtesy of NYC teacher and UFT chapter leader Arthur Goldstein who blogs at nyceducator.com.

 

For more information, please visit:

NYC Opt Out

NYS Allies for Public Education

Defending the Early Years

Network for Public Education 

pedagogyofthereformed

 

 

 

NYC Parents: Here’s the TRUTH about the 2016 NYS Tests

New York City parents may be hearing that the New York State (NYS) Common Core math and ELA (English-language arts) tests will be better this year and are of value to educators and students.

This does not tell the whole story.  Here’s the truth about the 2016 NYS tests. 

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  • Pearson created the 2016 tests.  Questar Assessment Inc., which, in 2015, was awarded a $44 million, five-year contract by the New York State Education Department (NYSED), is in the process of developing test questions for future tests.  However, their tests won’t be used until 2018. According to a January 2016 NYSED memo,”Questar Assessment, Inc. has replaced Pearson and is responsible for the construction of this year’s test forms and guidance materials.” Questar did not create the actual 2016 tests and test questions. 
  • The shortening of the 2016 NYS Common Core tests is insignificant. Students will still spend a total of six days taking the math and ELA tests (three days each).  The tests are untimed this year so students could potentially sit for an even longer period of time to complete the assessments.  The below comparison charts show how minimal the changes to the tests are.  Also, shaving off a few questions does nothing to improve the quality of the test questions.  The tests are still bad.
  • Using NYSED’s online test archive, Kemala Karmen, a NYC parent and co-founder of NYCpublic.org, “calculated how many more test items a NYS student in 2016 will be required to answer than a NYS student in the same grade had to answer in 2010” (Karmen, 2016).  In an email, Karmen wrote, “A 5th grader this April will be faced with 117 questions (combined math and ELA).  2010’s 5th grader? 61.  That’s 56 more questions, or an increase of 92%.”
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In addition to illustrating the sharp increase of test questions since 2010, this graph, created by NYC parent Amy Gropp Forbes, shows how insignificant the shortening of the 2016 is. 

  • The NYS Common Core ELA and math tests are not the only assessments administered this spring.  NYSED recently released the 2016 field test assignments for NYS schools.  Please click on this NYSED link to see if your school has been signed up to field test future math, science or ELA test questions.  The June 2016 administration of the field tests is of no value to teachers or students, the latter of which are being used as guinea pigs.
  • Similarly, many NYC parents are unaware of the excessive and developmentally inappropriate testing our English-language learners (ELLs) are subjected to. After only 12 months in the system, all ELLs in NYS must take the ELA test (ELLs are not exempt from the math test in their first year because translated versions of the assessment are available).  During the recent parent-teacher conferences, it pained me to share with parents my goal for second graders who were at the expanding (advanced) English-proficiency level: to test proficient on this year’s NYSESLAT (New York State English as a Second Language Achievement Test). Administered each spring, the NYSESLAT is a grueling four-part test, now aligned to the Common Core, which assesses ELLs’ speaking, listening, reading and writing proficiency levels in English. It is a content-based assessment, not a true language test, and, in my professional opinion, it is wholly inappropriate to administer to ELLs at any grade level. Sentence writing, for example, is expected of ELLs in kindergarten. Spending my precious minutes discussing this highly flawed standardized test was bad enough, but my rationale for getting students to test out (test proficient or pass) tightened the knot in my stomach. If my expanding (advanced) ELLs do not pass the NYSESLAT this school year, in third grade they will have to take it again right after the widely discredited NYS Common Core ELA and math tests.  I signed up to be a teacher, not a tester.  
  • I can’t think of a single working NYC teacher who finds the NYS Common Core tests to be a “valuable experience for our students” (as per New York City Department of Education (NYCDOE) chancellor Carmen Fariña’s 3/15/16 letter to parents). Pearson’s NYS Common Core tests are not teacher-created, nor do they accurately reflect the contextualized skills and knowledge that students gain in the classroom. The tests are developmentally inappropriate, poorly constructed and contain ambiguous questions. In 2014, 557 New York State principals signed this letter denouncing the tests. Despite the so-called changes to the 2016 tests, the content and the skills that are tested remain the same.

In painting a broader picture of the impact of NYS’s Common Core testing program on public education, it’s important to highlight that everything revolves around the highly flawed NYS Common Core tests.  Despite the NYCDOE’s argument that multiple measures are used to determine a child’s promotion to the next grade, the testing program is the sun around which all other aspects of public education orbit.  Schools with low test scores – due to poverty, high numbers of English-language learners and/or students with disabilities – are particularly vulnerable to scrutiny, micromanagement and excessive testing.  These schools face state reviews and pressure to adopt Common Core test prep curricula (ReadyGEN, GO Math! and Expeditionary Learning, for example), all at the expense of offering students an authentic and inspiring education that truly meets their social, emotional and academic needs.

I have spent the past 10 years in Title I elementary schools in New York City.  Our students go on fewer field trips, are exposed to a narrower range of books, and participate less in the arts.   In Title I schools, beginning in kindergarten, there exists such a strong sense of urgency to prepare students for the skills they will need in order to do well on the state tests that not a moment is to be “wasted.” Cutting and pasting in first grade is wrongly viewed as lacking rigor.  As a result, it’s not uncommon to find a second grader struggling to use glue and scissors.  Folding paper, I’m discovering, is an undeveloped skill nowadays.

In schools with low test scores, there is no free play and, for the most part, recess only happens at lunchtime (weather permitting).  Any classroom “play” must reinforce academic skills.  School days can be suffocating for students and teachers alike.  Curriculum pacing guides must be followed faithfully, which has killed spontaneity and deprives students of opportunities to learn about topics outside of the curriculum. I’ve even had to sneak in Martin Luther King, Jr. and Chinese New Year.  My rich author study units highlighting the important works of Ezra Jack Keats and Leo Lionni, among others, are collecting dust.  I mourn this loss of freedom every day I go to work.  Forget about using students’ interests to shape instruction.  “Choice” is only offered to students within the confines of the Common Core-aligned curricula.

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Andy Yung, a talented pre-K teacher in Queens, presented this slide at last weekend’s Jackson Heights People for Public Schools event. 

What is of chief importance to “struggling” schools is the raising of scores on poor quality tests that do not reflect how each student has grown in his or her own way.  As part of their test preparation program this year, a Bronx elementary school has already administered two NYS ELA and math test simulations: one in December 2015 and the other in March 2016.  Each simulation lasted six days (3 periods each day) and was harder than the real tests, according to a teacher.  While this is an extreme case – and arguably abusive – test prep is still occurring citywide even at schools with high test scores.

The organized opt-out movement here in NYC is led by local parents and educators who spend an inordinate amount of time researching the NYS Common Core testing program and educating themselves on developmentally appropriate pedagogy.  Change the Stakes and NYC Opt Out, among others, report the truth through social media and through testing meetings that are being held all over NYC.  While some NYC parents may have initially gravitated to this movement in order to protect their own children from educational malpractice, a growing number of opponents of the state testing program are opting-out for justice.  Boycotting the tests and depriving the state of data is seen as the only way to effect change in our schools, and to curb the further privatization of public education (see what’s happening right now in the United Kingdom).

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These parents and educators envision a different educational experience for all children of New York State.  Bronx principal Jamaal Bowman  speaks out against the current NYS Common Core testing program.  As reported in this November 2015 Huffington Post article, “Jamaal Bowman knows his kids and with the research to back up his approach, he makes it clear that by empowering teachers and inspiring children toward their passions, in an atmosphere that embraces our diversity, we have the capacity to realize the goals that the current reforms are failing to produce.”  I also appreciate Brooklyn New School principal Anna Allanbrook’s weekly letters to parents , which showcase her school’s whole child approach and contrast sharply with NYS’s test-based education reform initiatives.  In Allanbrook’s March 7 letter, she links to a speech delivered by principal Bowman and writes, “Jamaal suggests that all parents exercise their right to opt out of high stakes testing, advising parents to demand more holistic assessment of their children. Jamaal’s words remind us of the words of Dr. Martin Luther King, Jr. who said, “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” These are brave, ethical NYC school leaders whom I greatly admire.

What about all the thoughtful and experienced NYC classroom teachers who find fault with these tests and don’t view them as a valuable teaching tool?  The teachers of the MORE caucus of the UFT (United Federation of Teachers) support opt-out and oppose Common Core, Danielson teacher evaluations and high-stakes testing. MORE candidates, such as Jia Lee, who testified against high-stakes testing in a U.S. senate hearing last year, are running in this year’s UFT election. Teachers of Conscience refuse to administer both state and local standardized assessments.  Teachers’ legitimate concerns, based on years of experience and knowledge of developmentally appropriate pedagogy, are absent from the official story that’s being told to NYC parents. In fact, NYC educators are being silenced and, as a result, are afraid to speak out.  This is an attack on our democracy and goes against the so-called critical thinking that the NYCDOE purports to be promoting through Common Core.

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This is just a glimpse of what’s really going on in NYC public schools.  There is, of course, more to the story.   Here is a link to view the March 2016 NYCDOE’s Student Participation in Grades 3-8 New York State Tests Parent Guide.  Regardless of your child’s performance level, it is a parent’s right to opt out.

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The NYCDOE 2016 guide states, if, after consulting with the principal, the parents still want to opt their child out of the exams, the principal should respect the parents’ decision and let them know that the school will work to the best of their ability to provide the child with an alternate educational activity (e.g., reading) during testing times.”  

For more information about opting out, please visit these sites:

Ten Reasons Why NO Child Should Take the NYS Common Core Tests

www.optoutnyc.com

changethestakes.wordpress.com

morecaucusnyc.org

NYS Allies for Public Education 

Long Island Opt-Out Info

unitedoptout.com

Defending the Early Years – deyproject.org

networkforpubliceducation.org

badassteacher.org

 

 

 

 

 

 

 

 

 

Ten Reasons Why NO Child Should Take the NYS Common Core Tests

Dear parents and educators of New York,

I teach elementary school in the East New York section of Brooklyn, New York.  In 2013 and 2014, I administered Pearson’s New York State Common Core tests to English-language learners (ELLs). There is nothing meaningful about these assessments; no teacher I know supports them and I will not allow my child to take the tests when she enters third grade (even if the high-stakes are removed).  Here are ten reasons why Pearson’s NYS Common Core tests should never see the light of day.

1.) They are too long, especially for students in grades 3-5.  Over the course of six days, my 5th grade ELLs spent a total 13.5 hours sitting for the ELA (English-language arts) and math assessments. Here is what the 5th grade ELA assessment looked like last year (2014):

Day ONE: 27 pages long, 6 unrelated reading passages, 42 multiple choice questions

Day TWO: 3 unrelated reading passages, 7 multiple choice questions, 3 short response questions (written), 1 extended response question (written)

Day THREE: 3 reading passages, 5 short response questions (written), 1 extended response question (written)

Additionally, the below graph – created by Lace to the Top – shows that the third grade Common Core tests are twice as time-consuming as the SAT.

1521228_10202796253365339_1970773454_n2.) They are developmentally inappropriate.  Lace to the Top recently analyzed third grade Common Core test samples and determined that Pearson’s NYS Common Core test questions are 2-3 grade levels above the grade being tested.  The reading passage used for third grade was shown to have a readability average of 7.3 (7th grade)!

3.) Pearson’s NYS Common Core standardized tests, which are costing the state $32 million, are not teacher-created, nor do they accurately reflect the contextualized skills and knowledge that students gain in the classroom.  The tests are poorly constructed and uninspiring, and they contain ambiguous questions.  557 New York State principals signed this letter denouncing the tests.

4.) With Pearson’s Common Core state tests at the center of K-8 education in New York State, curriculum has narrowed, particularly in schools in low-income areas whose test scores tend to be low.  Fearing increased scrutiny and potential closure, raising test scores has become the main focus in many schools.  Some schools are little more than test prep factories with diminishing enrichment and project-based learning opportunities. Beginning in kindergarten, students are being taught test-taking strategies, most notably through the context-lacking close reading technique used in Common Core-aligned English-language arts.  Pearson’s developmentally inappropriate and poorly constructed scripted reading program – ReadyGEN – is test prep for the NYS Common Core ELA test.

5.) The Common Core’s testing program encourages standardized testing in grades K-2. Title I schools in particular feel pressured to show – through periodic data collection – that students are learning the skills needed to perform well on the grades 3-8 Common Core state tests. This is what the standardized testing program looks like in my Title I first grade classroom this school year:

  • Sept/Oct 2014 Common Core-aligned NYC Baseline Performance Tasks in ELA and Math (MOSLs used for teacher evaluation purposes only).
  • Running Records administered one-on-one 4-5 times per year (they test reading levels).
  • 12 Common Core-aligned end-of-unit GO Math! assessments (each comprised of 24 multiple choice questions and a multi-step extended response question).
  • Monthly Common Core-aligned ReadyGEN writing assessments testing students’ understanding of narrative, persuasive and informative writing.
  • Mid-year benchmark assessment in ELA – End of unit 2 ReadyGEN test comprised of 5 multiple choice comprehension questions, 5 multiple choice vocabulary questions and 1 written response.
  • Mid-year benchmark assessment in Math – GO Math! test comprised on 40 multiple choice questions; 15 questions on skills not yet learned.
  • May/June 2015 Common Core-aligned NYC Performance Tasks in ELA and Math (MOSLs used for teacher evaluation purposes only).

6.) The New York State Education Department (NYSED) lacks transparency and ethics.  In upholding the corporate education reform agenda, which seeks to privatize public education, the NYSED’s intention is to perpetuate the false narrative that our schools are failing.  Fred Smith, a NYS testing expert and statistician, and Lace to the Top have reported at length about Pearson’s poor quality tests and the NYSED’s unreliable test data, specifically its delayed release of technical reports, which evaluate the Common Core tests, missing test questions and predetermined test scores.  The NYSED manipulates cut scores in order to legitimize its above-mentioned agenda; not only are cut scores constantly changing but the NYSED sets them AFTER the tests have been scored. Thus, the NYSED’s claim that 70% of our students are failing is invalid.  

7.) An inordinate amount of planning and organizing time is devoted to preparing for the state tests. Giving the state tests is an administrative and logistical nightmare at the school level. Out-of-classroom teachers are pulled from their regular teaching program to administer and score the tests. Countless hours are spent bubbling testing grids and organizing them alphabetically by class. IEPs (individualized education program) are examined closely to ensure that students with special needs receive the correct testing accommodation(s). These include directions read and re-read, extended time, separate location, on-task focusing prompts, revised test directions, questions read and re-read. ELLs and some former ELLs are pulled from their regular classrooms for testing because they are entitled to extended time in a separate location. Also, there is professional development for teachers on testing policies and procedures including “reporting prohibited conduct by adults, student cheating, and other testing irregularities.”

8.) English-language learners (ELLs) must take Pearson’s NYS Common Core ELA test after just one year in the system.  Students with IEPs are also required to take the tests unless they qualify for the New York State Alternate Assessment (NYSAA), which too is flawed. For a variety of reasons, it is misleading, insulting and grossly irresponsible of the NYSED to claim that 97% of ELLs and 95% of students with IEPs in grades 3-8 are “failures” in ELA.  These figures completely disregard the growth students make in our classrooms.

9.) Our students are suffering. I’ve heard countless stories of kids who are sickened – both physically and emotionally – from New York State’s toxic Common Core testing program. I’ve personally witnessed students’ tears, anger and despair, and it’s heartbreaking. There is nothing humane, nothing redeeming about these tests.  Morale is plummeting as teachers and administrators feel complicit in the state’s abuse of our children.

10.) Governor Andrew Cuomo has proposed basing 50% of a teacher’s evaluation on test scores from these highly flawed Common Core state assessments.  Not only are these test scores unreliable but the American Statistical Association has warned against using the value-added model (VAM) to rate teachers and schools.

As you can see, the negative impact of NYSED’s punitive Common Core testing program is far-reaching. But we – as parents and educators working together – can take back power by refusing these tests.  In order to save public education, a cornerstone of democracy in the United States, we must start thinking communally rather than individually.

Taking these tests is not “good practice” for our young learners; in fact, administering the tests is bad pedagogical practice.  In addition, high test scores do not guarantee admission to selective NYC middle schools.  Contrary to popular belief, opting-out does not hurt schools.  With regards to opt-out’s impact on teachers, Change the Stakes, a NYC-based organization that opposes the NYSED’s testing program, writes,

It is not helpful to speculate about which students should or should not opt out in order to protect teachers’ evaluations. The bottom line is that the current teacher evaluation system is flawed. Opting out in large numbers is the most powerful way for parents to let policymakers know that we do not want our children, teachers and schools evaluated based on standardized test scores.

Our students and teachers are not failures; rather the NYSED has failed us.

– Katie

Here are some useful resources about the Common Core testing program:

 

Day 1 – 2014 NYS/Pearson Common Core ELA exam

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Photograph courtesy of CBS New York: “Uptown parents announce their kids are opting out of upcoming Common Core tests (credit: Juliet Papa/1010 WINS)”

Today I administered DAY ONE of the 2014 New York State/Pearson Common Core English-language arts (ELA) assessment to grade 5 English-language learners (ELLs) and former ELLs. Because they are entitled to extended time on state assessments, my 5th graders sat in the testing room for a total of 135 minutes (2 hours and 15 minutes). They all finished in that allotted time, however half would not have completed the exam had they not been given time and a half.

Today’s ELA test booklet was 27-pages long and contained a total of 42 multiple choice questions. There were six reading passages, divided equally between fiction and non-fiction. The reading passages were dense and the questions were highly analytical.  From what I saw, neither the length nor the content of the 5th grade test was developmentally appropriate.  Why was today’s test so lengthy, especially considering there are TWO more days of ELA testing? Was it because Pearson field test questions are embedded in the exams? 

Here are some student and teacher reactions to the DAY ONE ELA test:

1.) A few third graders fell asleep during the exam. One very capable student lamented, “It’s just too much.”

2.) A student confessed to his teacher that he “just sees the passages and chooses an answer.” He doesn’t actually read them.

3.) 5th graders complained that the reading passages were boring and uninspiring.  As a result, comprehension was a struggle and they had to re-read the lengthy passages in order to answer the multiple choice questions.

4.) In one 5th grade class that received 90 minutes to take the test, six to 10 students either didn’t finish or rushed to finish.  In this class, over half of the students received a score of 3 or 4 on the 2013 test.

5.) A 5th grader quit reading the test after finishing the first passage.  He randomly bubbled his answer grid while muttering “F*$k this sh*#!”

6.) Some students remarked that test prep and the previously administered benchmark assessment prepared them for today’s test.  They knew what was expected of them.  Tragically, these students have come equate academic success with satisfactory performance on these state assessments.  Unlike their teachers, these students aren’t seeing the larger picture and give less weight to classroom work.  I believe that this is due, in large part, to the message they are getting from their parents and as a result of the test-driven culture that exists in today’s public schools.  Some 5th graders expect and even demand test prep.  A teacher noted that they like the thrill – the instant gratification – of answering a question correctly.

I wish every student in New York State had refused the test.  It is unconscionable that we are subjecting our children – as young as eight years old – to developmentally inappropriate and meaningless assessments.  

Katie

 

Twas the night before testing…

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photograph courtesy of Common Dreams  

and I’m too exhausted to be clever.

Tomorrow, April 1, 2014, marks opening day of year two of the New York State Common Core assessments in English-language arts (ELA) and math. Like last year, I will be administering the tests to 5th grade English-language learners (ELLs) and to former English-language learners who are entitled to extended time (time and a half).

But I do so grudgingly – with a heavy heart – as I strongly oppose these invalid tests.  They are meaningless, exploitative and cruel.  As a proud member of MORE UFT, I stand in support of NYS parents and educators who are doing the right thing by refusing the 2014 tests, thereby starving the beast.

Over the next few weeks, I will be posting testimonials of the administration of this year’s tests.  Parents, educators and students across New York State – please share with me your own testing experience and I will include it on my blog (you may choose to remain anonymous).

With thanks,

Katie

 

On NYS Testing: What John King Isn’t Telling Superintendents

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On March 24, 2014 New York State Education Commissioner, John King, published a memo to NYS superintendents regarding the administration of this year’s Common Core state tests. In true Race to the Top fashion, King opens by claiming that New York is leading the country “…toward a more rigorous and challenging system of public education that better prepares our children for college, work, and life.” Note the addition of ‘life’ as a goal. In case you are mourning the omission of the ‘readiness’ bit, worry not; it appears on page two in this paragraph:

“As we all learned last year when we first administered the Common Core assessments, the test is harder, and the proficiency rates will be lower than on the old tests that did not reflect the higher standards. This does not mean our teachers are any less effective or our students are any less prepared. It simply means we have set higher aspirations as we work to help our students be truly college and career ready.”

My favorite part of the letter, though, is when John King condescendingly tells the superintendents that:

“It is especially important that you communicate now to help correct misinformation that can cause anxiety and frustration among students and teachers. When everyone understands how the assessments help us better identify student strengths and needs and better support the growth of classroom teachers, the anxiety will lessen and the students will feel more comfortable.”

Here’s what John King ISN’T addressing in his letter on New York’s Common Core standardized testing program:

1.) From NYS Allies for Public Education (NYSAPE): “Excessive standardized testing is consuming 25% of our children’s academic year. It forces teachers to “teach to test”, costs millions of dollars, teaches children there is only one right answer, takes the joy out of learning, and creates major cheating in school districts.”

2.) The lack of transparency addressed by NYS testing expert Fred Smith: “By contract, Pearson is obligated to produce two reports each year. It is responsible for delivering a Technical Report that includes an analysis of all items—their difficulty levels and how well they functioned, including omission rates. The report is due in December. The 2012 Technical report was not posted until July 2013 (although it bore a 2012 date). This prevented scrutiny of 2012’s operational tests until after April 2013’s core-aligned exams had been given. Whatever knowledge might have been gained from the report pertinent to construction of the 2013 exams was rendered useless. This is consistent with SED’s effort to write off the 2012 exams as being transitional and not comparable to 2013.”

As of 3/24/14, the NYSED has not – to my knowledge – released the technical report of the 2013 tests that was due in December 2013. This Pearson-produced report is costing the state $75,000. Of the 2013 tests, all I know is that my English-language learners (ELLs) received a score of 1 or 2 – 1 is considered ‘failing’ – and that few (if any) are among the 3% of ELLs in New York State who “passed.” I have not seen an item analysis so the test results are completely meaningless to me. In no way do the overall scores reflect what my ELLs know and how they’ve progressed academically. I only have use for my own teacher-created assessments.

Similarly, the state’s ever-changing cut scores are unreliable.

3.) An inordinate amount of planning and organizing time is devoted to preparing for the state tests. Giving the state tests is an administrative and logistical nightmare at the school level. Out-of-classroom teachers are pulled from their regular teaching program to administer and score the tests. Countless hours are spend bubbling testing grids and organizing them alphabetically by class. IEPs (individualized education program) are examined closely to ensure that students with special needs receive the correct testing accommodation(s). These include directions read and re-read, extended time, separate location, on-task focusing prompts, revised test directions, questions read and re-read. ELLs and some former ELLs are pulled from their regular classrooms for testing because they are entitled to extended time in a separate location. Also, there is professional development for teachers on testing policies and procedures including “reporting prohibited conduct by adults, student cheating, and other testing irregularities.”

4.) ELLs with just 12 months in the system are mandated to take the ELA (English-language arts) exam. This is just wrong. Inhumane, really.

5.) The tests are developmentally inappropriate, especially for students with special needs. Here’s what I reported on the length and format of last year’s 5th grade ELA test:

Over the course of three consecutive days, they were asked to answer a total of 63 multiple-choice questions on two different answer grids, and eight short-response questions and two extended-response questions in two different booklets. In order to do this, they had to first carefully read and re-read a large number of reading passages.

The following week, my 5th grade ELLs spent three days taking the math exam. These elementary students were subjected to a total of six days – 13.5 hours – of testing in ELA and math.

John King appears to be nervous about the growing resistance to Common Core standardized testing here in New York. He should be.

Katie Lapham

 

Dear New York Times: Why I Oppose the Common Core

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meme courtesy of Susan Dufresne, teachersletterstobillgates.com 

Here is my response to last week’s New York Times editorial on the Common Core

Re: The Common Core in New York, published by the New York Times Editorial Board on 2/14/14

I am an elementary ESL teacher in a Title I public school in East New York, Brooklyn. First and foremost, I am an advocate for English-language learners. I take my role as a mandated reporter very seriously. After administering the 2013 NYS Common Core state tests, which I feel constituted child abuse, I decided to start speaking out. Since then, I’ve immersed myself in all things Common Core and have connected with many thoughtful and experienced education activists from around the world. I am against the Common Core because it is an instrument (weapon?) of corporate education reform, and it does not put children first. Please read my recent letter to Carmen Fariña, NYC schools chancellor, in which I describe the problems in our schools that I feel are most pressing. I also offer recommendations.

I grew up in communities that were hostile towards unions. I had not been an active UFT member until now. My father would roll over in his grave if he knew I was a member of the steering committee of the MORE (Movement of Rank and File Educators) caucus of the UFT. I joined MORE this summer because they are committed to the ideals of democracy and social justice, which are being threatened by the Common Core package.

Has the editorial board spent any time in our public schools? Do the members have school-aged children? I invite you to come visit my school.

-Katie Lapham, Brooklyn